Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4a diagramming the energy flow in an ecosystem that compares the energy at different trophic levels. (e.g. What inferences can you make about energy “loss”& use?).
4b explaining how the chemical elements and compounds that make up living things pass through food webs and are combined and recombined in different ways (e.g. nitrogen, carbon cycles, O2, & H2O cycles).
What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
What ideas to students need to understand before they can address the topics described above?
What misconceptions are students likely to have about these topics?
What phenomena and representations help students understand these topics?
What activities or activity sequences can be used to address these GSEs?
4a diagramming the energy flow in an ecosystem that compares the energy at different trophic levels. (e.g. What inferences can you make about energy “loss”& use?).
4b explaining how the chemical elements and compounds that make up living things pass through food webs and are combined and recombined in different ways (e.g. nitrogen, carbon cycles, O2, & H2O cycles).
What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
What ideas to students need to understand before they can address the topics described above?
What misconceptions are students likely to have about these topics?
What phenomena and representations help students understand these topics?
What activities or activity sequences can be used to address these GSEs?